MATTER: International Journal of Science and Technology

ISSN 2454-5880

Haryoko & Jaya, 2018

Volume 4 Issue 1, pp.143-154
Date of Publication: 2nd May 2018
DOI-https://dx.doi.org/10.20319/mijst.2018.41.143154
This paper can be cited as: Haryoko, S., & Jaya, H. (2018). The Role of Multimedia Technology (Lavir-
Virtual Laboratory) In Developing Life Skills in Vocational Schools. MATTER: International Journal of
Science and Technology, 4(1), 143-154.
This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a
letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

THE ROLE OF MULTIMEDIA TECHNOLOGY (LAVIR-

VIRTUAL LABORATORY) IN DEVELOPING LIFE SKILLS IN
VOCATIONAL SCHOOLS

Sapto Haryoko
Department of Electronic Engineering, Makassar State University, Makassar, Indonesia
saptoharyoko27@gmail.com

Hendra Jaya
Department of Electronic Engineering, Makassar State University, Makassar, Indonesia
hendra070982@gmail.com

Abstract
The aim of research is to conduct a practicum, the school will need several factors which are a
laboratory for each practical subject, equipment facilities and complete practicum material.
Students hope to gain more knowledge and experience as study results, while teachers, on the
other hand, expect that practical learning process can bring achievement in term of better
cognitive, psychomotor, affective changes, and improvement of student life skill. It was found
that the use of this Virtual Laboratory Model by SMK students can develop their life skills such
as personal skills, thinking skills, social skills, and vocational skills. For Personal Skills, the
mean score of test is 4.14 (good), Thinking Skills mean score is 4.06 (good), Social Skills mean
score is 4.32 (very good), and for vocational skills, the score is 4.30 (very good). Furthermore,
in this study, it was also found that data or information on the process of learning life skills (life

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skills) consists of several aspects: (1) aspects of planning, include: curriculum, financial and
facilities; (2) aspects of implementation, including: methods and techniques, media, competence
tutor, materials or teaching materials, and time / schedule; (3) aspects of evaluation, including
assessment of learning outcome. After producing a virtual laboratory model, this research
carried out trial test on the developed product to several students of partner SMKs and other
SMKs in Makassar
Keywords
Life skills, Vocational, Multimedia

1. Introduction
Recently, the development of education today has entered an era which marked by
excessive technological innovation (Raju, 2015), so that the adjustment of education system is
required to be in tune with the demands of the working world. Vocational High School (SMK) is
designed to prepare students or students to be ready to enter the world of work and be able to
develop a professional attitude in the field of vocational, and should also be able to provide
competency or skill that can improve the quality of graduates to achieve their success. The
success of the SMK can’t be separated from its learning process and practical process. Several
subjects practicum include not only the basic concepts and supporting theories, but also require
the students to conduct experiments / trials in the laboratory in order to understand a particular
concept or basic theories that have been studied so that they will have a broader understanding
level. To carry out a practicum, the subject will require several factors, including laboratory
space in accordance with the practice of subjects, facilities equipment, and a complete practice
material. After conducting an observation in the field, the fact showed that there were many
vocational schools have limited equipment and material practices. There are even several schools
that still do not have a laboratory space. This makes the practicum process in their schools is not
running optimally. Students hope to gain more knowledge and experience as study results, while
teachers, on the other hand, expect that practical learning process can bring achievement in term
of better cognitive, psychomotor, affective changes, and improvement of student life skill.
Virtual lab-based learning system developed on the assumption that the computing
environment and the development of multimedia applications is an effective teaching tool that
can improve students' learning ability (Janicki, 2001). Virtual lab-based learning system is a

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learning process in which students involve directly, follow the process, observe objects, analyze,
and draw conclusions on an object in which situation and process of the material being studied is
done in a virtual laboratory. Therefore, practical activities may not necessary be done in a
laboratory room with complete and expensive equipment and materials. Moreover, it will not
limit the student’s time for creativity. Therefore, it is necessary to develop a virtual laboratory
that can overcome the shortfall in a conventional lab.
Limitations of practicum equipment and materials can be overcome with the use of
multimedia learning (Hofstetter, 2001). Learning with virtual media (computer animation) and
non-virtual media (conventional) are equally good to be used to improve student learning
outcomes both in cognitive and affective aspects (Utaminingsih, 2009).
One form of multimedia learning is a virtual laboratory (Zysman, 1997). Virtual
laboratory is defined as an interactive environment that be used to create and perform simulation
(Phyoe, 2016) experiments which were designed with three-dimensional effect that will display
the equipment looks like a real lab equipment. Practicum through virtual lab is inseparable from
the efforts to improve the competence of the students that emphasize on the cognitive abilities
(knowledge), psychomotor (skills), and especially the affective (attitude / character) that will be
formed through values, attitudes, personality, honesty, perseverance, mental emotional and
spiritual, able to cooperate or collaborate. The students are also expected to appreciate other
people. The students will learn with fun and excitement. Building character has a very important
role in determining a person that be useful for them in doing their job, and as a preparation for
entering the college level.
Those problems can be overcome with several advantages of virtual laboratories such as
(Rebecca K, 2003): 1) this activity use a computer to replace a laboratory that bring many
benefits in learning, 2) virtual laboratory is a new phenomenon, 3) digital lab can minimize
budget, 3) with a virtual lab, students may obtain entertainment facilities for learning, and 4)
only virtual lab that is interactive and has self-regulation in learning. Therefore, the virtues of
this research are the increasing life skills of vocational students through the use of virtual labs
before entering the stage of entrepreneurship and industry.
Life skills as a continuum of knowledge and skills is needed by an individual to
function independently in life (Anwar, 2006). Another opinion says that life skills are skills
required daily by a person to be successful in running life. Life skills is defined "as abilities for

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adaptive and positive behavior that enable individuals to deal effectively with the demands and
challenges of everyday life" (Departemen Pendidikan Nasional, 2002). Life skills also mean as
the ability to adapt and to have positive behavior that enable a person to face all the demands and
challenges in his life. In addition, life skill is also viewed as a skill that one has to be willing and
courageous to face the problems of life and living naturally without feeling pressured, then
proactively and creatively search for and find a solution so that ultimately he may be able to
overcome the problems.
From some opinions above, it can be concluded that the life skills is the ability of
learners to adjust attitudes and behaviors that allow him to overcome various problems of
everyday life. Life skills are often associated with the acquisition of various competencies in
preparation of students for life in the community. Competence actually has a very broad sense as
it covers all skills and habits that are needed by someone in his life, both as personal and
working life, as well as community members. Competence has a similar meaning to the skills /
life skills, i. e abilities, skills to express, preserve, maintain, and develop themself (Sukmadinata,
2007).
The concept of life skills as mandated in UUSPN No. 20 in 2003 and PP 19 in 2005,
and which have been developed previously can be illustrated in Figure 1 below:

self-awareness

L
Personal Skills rational awareness
I
F General Life Skills
E
Social Skills communication skill
S
cooperation skill
K
I Academic Skills
L Specific Life Skills
L Vocational Skills
S

Figure 1: The concept of life skills (Depdiknas, 2007)

From Figure 1, it appears that life skills can be divided into two main types, namely: (1)
generic life skills (GLS), and (2) specific life skills (SLS). Each type of skill that can be divided

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into several sub-skills. Generic life skills consist of personal skills and social skills. Personal
skills include proficiency in understanding oneself (self awareness skills) and thinking skills.
Proficiency to know ourselves basically is an appreciation of ourselves as creatures of God
Almighty, as a member of society and citizens, as well as to realize and appreciate the strength
and limitation that can be used as an asset in improving ourselves as individuals that are
beneficial to the environment. Proficiency thinking skills include the skills to identify and find
the information, process, and make decisions, and solve problems creatively. Finally, the social
skills include communication skills and proficiency in collaboration (collaboration skills).
Life skills are skills specific to face the job or certain circumstances. This skill consists
of academic skills or intellectual skills, and vocational skills. Academic skills associated with
occupations that require more thought or intellectual work. Vocational skills associated with
occupations that require more motor skills. Vocational skills are divided into basic vocational
skills and specific vocational skills (occupational skill).

2. Research Methodology
This research is a development research. The research and development model in the
field of education and learning is defines as "a process used to develop and validate educational
products" (Borg & Gall, 2003). Development of software in the form of a virtual laboratory
model was implemented with engineering approach where the stages are: analysis, design,
implementation, and evaluation. Having produced a model of the Virtual Laboratory, then the
second stage of this research was continued by conducting tests on developed products for
students of several partner vocational schools and other vocational schools in Makassar city. The
trial subjects in this study were taken by using purposive sampling. The trial subjects were
students majoring in electronics and computer engineering network class XI at SMK 1 South
Sulawesi Province. Data used in this study is both qualitative and quantitative data. Qualitative
data obtained from the instrument needs analysis, while quantitative data obtained from the
analysis sheet and students respond sheet. The result obtained in this study was the increase in
life skills of vocational students after using the virtual laboratory.

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3. Results and Discussion

Life Skills in designing and implementing LAVIR learning in schools
One of goals to develop LAVIR models in this study is to develop life skills of
vocational students in productive subjects. This model is adapted to the learning conditions of
practical learning such as by looking at the characteristics of learners, LAVIR material and
models that are expected to develop life skills of learners (Fig. 1)

Figure 2 : Multimedia Technology LAVIR (Virtual Laboratory)

This developed model is a comprehensive model which was taken from several models,
including models of research and development in the field of education and learning as "a
process used to develop and validate educational products" (Borg & Gall, 2003). The
development activities (Babayemi, 2017) started from the definition phase (which is the starting
point of activities), heading out towards the design phase, demonstrations, development, and
presentation which was carried out in spiral process and involves prospective users, experts from
developed field (subject matter experts), team members, instructors, and learners. At each phase
of development, the developers will always pay attention to the elements of the learning
outcomes, activities, learners, assessment and evaluation. Developer in every phase repeatedly
face with the important elements in learning design such as learning goals, learning activities,
student, assessment and evaluation. The overall model was developed into a model which is
LAVIR models that have been applied and tested in vocational through one to one test, small
group test, and field test.
This study was conducted to determine the outcome of LAVIR model design (Virtual
Laboratory) that may develop life skills of vocational students. Therefore, several instruments

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were designed for assessing aspects which can develop life skills. The term “life is not merely
meant that one individual has certain abilities (vocational job), but he must also have the
supporting ability to function such as basic reading, writing, counting, formulate, and solve
problems, manage resources, work in teams, continue to learn on the spot work, and can use the
technology (Satori, 2003).
Other sources interpret life skills as extensive knowledge and interaction skills are
thought to be essential for adult to be able to live independently (Brolin, 1989). Other argument
stated that life skills is a personal guide for the human body that helps children learn how to
maintain a healthy body, grow as individuals, to work well, make logical decisions, keep their
own when necessary and to reach the goal of life (Kent Davis, 2008). Life skills are also
interpreted as the skills of a person to dare to face the problems of life and live naturally without
feeling pressured, then proactively and creatively search for and find a solution so that he
ultimately will be able to cope with the problems. Ability is the realization of the life skills that
are cognitive (knowing how to do). The ability is the realization of the life skills that are more
affective (will or impulse to behave), and skill is the realization of the life skills that are
psychomotor (action taken on the basis of knowledge and willingness).
Furthermore, to obtain accurate data or information on the variables of the process of
learning life skills, researchers used a questionnaire research instruments. Questionnaire were
made in which there are several questions relating to the variable and must be filled directly by
sample with an alternative option a, b, c, d, and e. Several items were also made in the form of
questions related to variable of life skills in learning process. The questionnaire was given a
weighting value to each of the options as well by using the same Liker scale as the weighted
value of the learning environment variable. Formulation on each question based on the sub-
variables, including: (1) aspects of planning, include: curriculum, financial and facilities; (2)
aspects of implementation, including: methods and techniques, media, competence tutor,
materials or teaching materials, and time / schedule; (3) aspects of evaluation, including
assessment of learning outcomes.
Regarding the assessment of life skills of vocational students, it can be seen in Table 1
which will start from the planning, implementation, and evaluation. Based on the implementation
of the practical learning process in vocational schools using LAVIR and indicators of life skills
assessment results as presented in Table 1, it is known that planning is becoming an important

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factor for developing life skills of students as it will relate to the problems of financing and
facilities. LAVIR financing sourced from DP2M Higher Education through the National
Strategic Grant funds, thus the cost issue is not an obstacle in the development of life skills of
students. The second indicator of the planning is facilities. Appropriateness and completeness of
the LAVIR practicum materials based observer and student assessment show result which is in
conformity assessment states and already complete.
The results of component assessment after implementation of LAVIR showed that the
indicators of method and technique with its sub-indicator about the fitness between method and
technique LAVIR is score 4.00 which is in Very Good Category. The ability of tutor in using the
method/technique is 3.81 which is in Good category. The suitability with the objective is scored
4.37(very good category). The assessment of the suitability with learning material obtains score
of 4.30 (very good category).
Assessment of the indicators with sub-indicators Media Conformity with instructional
materials obtained score 4.19 with category Good; Conformity assessment with learning goals
4.37 score obtained (Very Good category); assessment scores of the media attractiveness media
obtained score 4.15 with Good category. Assessment score of media completeness is 4.33 with
very Good category.
Tutor Competence Assessment consists of sub-indicators tutor ability conformity with
the needs of the learners show the results of the assessment with a mean score of 4.22 with the
category of Very Good. Ability tutors in selecting teaching materials indicated with a mean score
of 4.19 with good category. Furthermore, ability tutor in implementing the learning is considered
very good with a mean score of 4.44. Ability tutor in using methods and techniques Compliance
with the curriculum is considered good with a mean score of 4.19. The latter is the attractiveness
of the teaching materials and easy to understand rated Good with a mean score of 4.11. As for
the Evaluation component of Learning Outcomes with indicator objectivity of learning
assessment is 4.30 that is considered very good. Finally, assessment of the Evaluation Tool is
considered good with a mean score of 3.96.

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Table 1: Life skills assessment in the planning and implementation of LAVIR Learning
(Virtual Laboratory) in Schools
COMPONENT INDICATOR SUB INDICATOR MEAN COMENT

PLANNING Financial Funded source DP2M Dikti

Budget Allocation Grant
Facilities Suitability Matched
Completeness Complete
The suitability with learning
4.00 Good
goals
The ability of tutor in using
3.81 Good
Methods and Technique method/technique
Fulfill the objectives 4.37 Very Good
The suitability with learning
4.30 Very Good
material
The suitability with learning
4.19 Good
material
The suitability with learning
Media 4.37 Very Good
goals
The attractiveness of media 4.15 Good
The completeness of media 4.33 Very Good
Implementation
The suitability of tutor ability 4.22 Very Good
with the learning community
The ability of tutor in selecting
4.19 Good
learning material
The ability of tutor in
4.44 Very Good
implementing learning process
Tutor The ability of tutor in using
Competency method and technique the 4.19 Good
suitability with curriculum
The attractiveness learning
material and easy to 4.11 Good
understanding
Evaluation The assessment of Objectivity 4.30 Very Good
learning material Evaluation tools 3.96 Good

4. Conclusion
The Use of LAVIR model (Virtual Laboratory) by SMK students can develop their life
skill which are personal skills, Thinking Skills, social skills, and vocational skills. Personal Skills
obtained a mean score 4.14 (good), Thinking Skills got a score 4.06 (good), Social Skills score
was 4.32 (very good), and finally Vocational Skills gained mean score 4.30 (very good).
Furthermore, in this study, it was also found that data or information on the process of learning

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life skills (life skills) consists of several aspects: (1) aspects of planning, include: curriculum,
financial and facilities; (2) aspects of implementation, including: methods and techniques, media,
competence tutor, materials or teaching materials, and time / schedule; (3) aspects of evaluation,
including assessment of learning outcomes.

5. Recomendations
In a subsequent study is a follow up from previous studies that specifically focused on
the development of research and field trials, test experiments on a model developed to vocational
students. It is necessary for implemented to vocational students to determine the impact of the
use of models of lab-based virtual involving public and private schools, schools that lack
equipment and adequate lab, school character and quite nice. If successful, the model developed
can be applied to vocational nationally so that vocational students who will be entering the
college level and who will enter the industry already has the skills and mental abilities of good
character. Thus the benefits are huge brawl between students can be suppressed, the brawl at the
time of going to college can be suppressed because by the time the new student has been
facilitated with character education. able to address issues such as limitations on conventional lab
time and place to implement lab, lab equipment is still minimal due to the high cost of equipment
and maintenance costs, and eliminate the assumption that the practicum is difficult and boring
subjects. Increasing the effectiveness of the learning process Practicum after the implementation
of media-based virtual lab.

6. Acknowledgement
Further thanks to the Director General of Higher Education (DRPM Dirjen Dikti) that
has provided research grants. Further gratitude to Prof. Adhi Susanto, professor of Electronics
Gadjah Mada university engineering faculty for their guidance and input in the completion of
this article

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